Objective 1: (Amended from course objective) Explain the historical contribution and legal bases that form the foundation of early childhood special education and describe what inclusive sources in "natural environment' means for children with disabilities and their families.
3. Define what is meant by 'natural environments;' then give examples of the natural environments that were a part of Christopher's life. How do these support his inclusion?
(The link to the training script for this section of Special Quest is included below if you prefer to use it. It explores more fully what is meant by inclusive environments.
Discussion questions for # 3 (What is meant by natural environments) ;
How many of you have heard the term, “natural environments”?
What does it mean to you?
Natural environments are defined in the Individuals with Disabilities Education Act (IDEA) as those typical routines, settings, or interactions where infants or toddlers would be whether they had a disability or not. With many families, early care and education programs (for example, Early Head Start and child care) are “natural environments.”
Let’s think about Christopher’s life. What typical settings, routines, or interactions were part of his family’s life?
The involvement of Christopher’s extended family and many tribal members in his life
The Early Head Start Program and its extended child care program
The playground
Going for walks in the forest and at the beach
Going for rides in a car
Everyday routines of family life (for example, mealtimes, getting dressed)
Community events
Early intervention services enhance an infant or toddler’s development by providing services in the context of what is natural for the child within his or her family’s life. As we saw in the DVD, providing services in this way requires collaboration and coordinated planning among the family, the early care and education program, the early intervention program, and the community.
1- Students view the Videos 5.1 and 5.2 which address the use of assistive technology in the early childhood setting from both the early childhood professional’s point of view and the family’s point of view
2- Read the Scenario ‘Kent’s Day’ and create a plan for Kent to better access his environment and peers, using Assistive technology
Kent’s Day
You have a child, Kent, in your class who is 3 years old. Kent has delays in communication and fine motor control. Kent also is hypotonic or has ‘low tone’ in his body, which means that he tends to have loose, or ‘floppy’ muscles, which creates decreased strength in his grip, problems with coordination, and low core body strength ( which is responsible for our posture when sitting) As a result, Kent is not using a good grip on some materials (such as puzzles or legos) as well as drawing utensils and tends to ‘fold up’ on himself when sitting on the rug at circle (which affects his ability to attend). Kent’s expressive communication (the ability to express language) is delayed and therefore, he often has a difficult time in letting others know about his choices in activities, songs, games, etc. Kent is able to understand significantly more language than he can express with his limited vocabulary Kent wants to be part of center time and circle time. Kent also really enjoys his peers but has some difficulty getting them to understand what he wants to do or play with them. As a result, Kent will sometimes give up and play by himself or will become more physical, pulling on peers, in order to get them to understand that he wants to play, which is affecting his ability to practice good social skills and develop friendships. Because of his delays, Kent has difficulty in the following areas: 1) Keeping his body in chairs and supported on the floor; Sitting up straight in circle time 2) Making his choices known: • Choosing songs or finger plays for circle • Choosing activities during center time 3) Using materials in the classroom such as painting brushes, markers, picking up game pieces, turning the pages of a book, keeping his paper stationary while at the same time gluing or drawing 4) Using scissors 5) Taking care of his own self-help items such as zipping and unzipping backpacks and jackets Using the information that you have gathered after completing the Assistive Technology assignment as well as additional information you can gather from the following sources, create a plan to provide assistance to Kent as he moves through his day. Include one activity from each part of the pre-school morning below and make sure to include peers in this plan 2-3 times during the day: From NAEYC: http://journal.naeyc.org/btj/200311/assistivetechnology.pdf From VA Assistive Technology systems: http://www.vats.org/aboutat.htm Teaching Resources for Florida ESE: http://www.cpt.fsu.edu/eseold/in/acom/tech.html Arrival Time - Center Time - Circle Time - Small Group Time - Snack Time - Reading Circle -
***This scenario can also be accessed in word form below
210- C CARA's kit (OPTIONAL ACTIVITY/RESOURCE TO SHARE WITH STUDENTS)
A GREAT RESOURCE: CARA'S KIT
To complement the existing objective .."demonstrate strategies from adapting toys, materials, and learning environments."
Resource:
Cara's Kit Provides :
A CD with a Power point about using adaptations in the early childhood classroom using the least to most intrusive continuum. The CD also allows you to print out:
Cara's Checklist of Priorities and Concerns- A checklist designed to help preschool teachers understand children's needs by describing children's typical performance in everyday classroom activities and routines.
Mini posters for 'centers' that suggest adaptations for that center
Blank Matrix for creating adaptations
Adaptation Chart: A guide in the form of a small flip chart addresses the modification of Environment, Activity, Materials, Instruction and Assistance.
Suggested Assignment/ Activity- Choose a child in your practicum who is having difficulty with a developmental area. Use the checklist and the flip chart in 'Cara' s Kit' to determine which adaptations could be used in the classroom for that child. 'Use the blank activity matrix to create an adaption plan for that child.
210 Objectives
Objective 1: (Amended from course objective) Explain the historical contribution and legal bases that form the foundation of early childhood special education and describe what inclusive sources in "natural environment' means for children with disabilities and their families.
: Guided viewing of Christopher's Story, Class Discussion, and reflections by students about the 'natural environment'
Resource:
Special Quest,
Session 6 materials
Activity 210 - A
Activity One:
1.
View the video "Christopher's story"with a guided viewing hand out,
http://www.vcu.edu/partnership/specialquest
(Instructions: After opening this link you will find a number of Special Quest videos: Click on ‘Christopher’s Story’ and the video will stream,
Discuss/answer the questions from the Handout (Individually or as small groups); then as a whole group, summarize and reflect on what you have learned
2. Discuss/ answer the questions from the Handout:
http://www.specialquest.org/sqtm/v1s6_viewing.pdf
3. Define what is meant by 'natural environments;' then give examples of the natural environments that were a part of Christopher's life. How do these support his inclusion?
(The link to the training script for this section of Special Quest is included below if you prefer to use it. It explores more fully what is meant by inclusive environments.
: http://www.specialquest.org/sqtm/v1s6_inclusion_script.pdf Questions are from page 12-14)Discussion questions for # 3 (What is meant by natural environments) ;
How many of you have heard the term, “natural environments”?
What does it mean to you?
Natural environments are defined in the Individuals with Disabilities Education Act (IDEA) as those typical routines, settings, or interactions where infants or toddlers would be whether they had a disability or not. With many families, early care and education programs (for example, Early Head Start and child care) are “natural environments.”
Let’s think about Christopher’s life. What typical settings, routines, or interactions were part of his family’s life?
The involvement of Christopher’s extended family and many tribal members in his life
The Early Head Start Program and its extended child care program
The playground
Going for walks in the forest and at the beach
Going for rides in a car
Everyday routines of family life (for example, mealtimes, getting dressed)
Community events
Early intervention services enhance an infant or toddler’s development by providing services in the context of what is natural for the child within his or her family’s life. As we saw in the DVD, providing services in this way requires collaboration and coordinated planning among the family, the early care and education program, the early intervention program, and the community.
CHD 210 Assignment One Rubric
Objective - Identify several forms of assistive technology and demonstrate how assistive technology can be used with children with diverse needs.
Resource:
CONNECT
http://community.fpg.unc.edu/connect-modules/instructor-community/dashboards/module-5 CONNECT Module 5
Activity Two - A
1- Students view the Videos 5.1 and 5.2 which address the use of assistive technology in the early childhood setting from both the early childhood professional’s point of view and the family’s point of view
Video 5.1 http://community.fpg.unc.edu/connect-modules/resources/videos/video-5-1Early childhood professional view
Parent view
2- Students read Handouts 5.2 Assistive Technology Equipment Examples of AT (assistive technology)
http://community.fpg.unc.edu/connect-modules/resources/handouts/CONNECT-Handout-5-2.pdf/view
and 5.3 Examples of Assistive Technology Adaptations
3-Answer this question: What is the difference between AT equipment and AT adaptations?
Activity Two: B
1- After accessing handouts 5.2 and 5.3, complete Activity 5.4 a:
2- Read the Scenario ‘Kent’s Day’ and create a plan for Kent to better access his environment and peers, using Assistive technology
Kent’s Day
You have a child, Kent, in your class who is 3 years old. Kent has delays in communication and fine motor control. Kent also is hypotonic or has ‘low tone’ in his body, which means that he tends to have loose, or ‘floppy’ muscles, which creates decreased strength in his grip, problems with coordination, and low core body strength ( which is responsible for our posture when sitting) As a result, Kent is not using a good grip on some materials (such as puzzles or legos) as well as drawing utensils and tends to ‘fold up’ on himself when sitting on the rug at circle (which affects his ability to attend). Kent’s expressive communication (the ability to express language) is delayed and therefore, he often has a difficult time in letting others know about his choices in activities, songs, games, etc. Kent is able to understand significantly more language than he can express with his limited vocabularyKent wants to be part of center time and circle time. Kent also really enjoys his peers but has some difficulty getting them to understand what he wants to do or play with them. As a result, Kent will sometimes give up and play by himself or will become more physical, pulling on peers, in order to get them to understand that he wants to play, which is affecting his ability to practice good social skills and develop friendships. Because of his delays, Kent has difficulty in the following areas:
1) Keeping his body in chairs and supported on the floor; Sitting up straight in circle time
2) Making his choices known:
• Choosing songs or finger plays for circle
• Choosing activities during center time
3) Using materials in the classroom such as painting brushes, markers, picking up game pieces, turning the pages of a book, keeping his paper stationary while at the same time gluing or drawing
4) Using scissors
5) Taking care of his own self-help items such as zipping and unzipping backpacks and jackets
Using the information that you have gathered after completing the Assistive Technology assignment as well as additional information you can gather from the following sources, create a plan to provide assistance to Kent as he moves through his day. Include one activity from each part of the pre-school morning below and make sure to include peers in this plan 2-3 times during the day:
From NAEYC: http://journal.naeyc.org/btj/200311/assistivetechnology.pdf
From VA Assistive Technology systems: http://www.vats.org/aboutat.htm
Teaching Resources for Florida ESE: http://www.cpt.fsu.edu/eseold/in/acom/tech.html
Arrival Time -
Center Time -
Circle Time -
Small Group Time -
Snack Time -
Reading Circle -
***This scenario can also be accessed in word form belowScenario: Using AT to enhance Kent's Day:
chd 210 Scenario for assistive technology.docx
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210- C CARA's kit (OPTIONAL ACTIVITY/RESOURCE TO SHARE WITH STUDENTS)
A GREAT RESOURCE: CARA'S KIT
To complement the existing objective .."demonstrate strategies from adapting toys, materials, and learning environments."
Resource:
Cara's Kit Provides :A CD with a Power point about using adaptations in the early childhood classroom using the least to most intrusive continuum. The CD also allows you to print out:
Suggested Assignment/ Activity- Choose a child in your practicum who is having difficulty with a developmental area. Use the checklist and the flip chart in 'Cara' s Kit' to determine which adaptations could be used in the classroom for that child. 'Use the blank activity matrix to create an adaption plan for that child.